Naturalization to the “Paramedic’s gaze” enables students to use “embodied rhetorical action” and understand these actions within the context of Paramedicine. An ethnomethodological design is used to study pedagogy in a Paramedic certificate program. “Black Boxing” through heuristic formalizations provide attunement and habitus formation while shrouding the actors of medical ambiguity. Tracing the levels of abstraction co-constructing these actions reveal the hegemonic influence of the medical profession and the exigency to develop a more professionalizing autonomy in the field of Paramedicine.
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